EFL Learners' Use of Online Metacognitive Reading Strategies and Its Relation to Their Self-Efficacy in Reading

Autor/inn/en	Ahmadian, Moussa; Pasand, Parastou Gholami
Titel	EFL Learners' Use of Online Metacognitive Reading Strategies and Its Relation to Their Self-Efficacy in Reading
Quelle	In: Reading Matrix: An International Online Journal, 17 (2017) 2, S.117-132 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Reading Strategies; Self Efficacy; Metacognition; Correlation; Online Surveys; Questionnaires; Multivariate Analysis; Gender Differences; Reading Comprehension; Protocol Analysis; Foreign Countries; College Students; Indo European Languages; Native Language; Reading Processes; Internet; Information Technology; Student Attitudes; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Fragebogen; Multivariate Analyse; Geschlechterkonflikt; Leseverstehen; Ausland; Collegestudent; Indoeuropäisch; Leseprozess; Informationstechnologie; Schülerverhalten; Statistische Analyse
Abstract	This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63 homogeneous sophomore EFL learners. To analyze data, Friedman Test and Multiple Analysis of Variance (MANOVA) were run. Results of Friedman test indicated that problem-solving online metacognitive reading strategies are most frequently used by the learners, while support strategies are used least frequently. The findings of MANOVA further revealed a significantly positive relationship between the learners' perceived use of metacognitive online reading strategies and their self-efficacy in reading comprehension. The study further revealed that females use more global online reading strategies, while males perceive themselves as more self-efficacious in reading online texts. Finally, the analysis of think aloud protocol indicated that learners used some other metacognitive strategies while reading online. The findings may have contributions to EFL learners' online reading strategy use and training and can highlight the significant role that self-efficacy might play in the use of metacognitive reading strategies while reading online. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01